Childhood in Society for the Early Years

Childhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students doing degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines.

Childhood in Society for the Early Years

Author: Rory McDowall Clark

Publisher: Learning Matters

ISBN: 1473996449

Page: 200

View: 920

Childhood can only be understood in relation to the multitude of social factors which surround it. This book is written for students doing degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines. It offers an introduction to the study of childhood and the different contexts within which childhood exists. The text encourages you to re-think childhood, exploring childhood from different contexts - from the child within the family, to the global perspective and the child's own perspective. It enables you to begin to understand childhood in relation to society and to develop the skills to look at childhood from a critical standpoint. This Third Edition includes a new chapter on 'The Evolution of Early Years Provision' adding essential context to the current situation. It has been updated in line with recent changes in the Early Years sector and includes some critical examination of the new Baseline Assessment.

Childhood in Society for Early Childhood Studies

Childhood can only be understood in relation to the multitude of social factors which surround it. This accessible text explores children’s place within society through an examination of the different contexts within which a child exists.

Childhood in Society for Early Childhood Studies

Author: Rory McDowall Clark

Publisher: SAGE

ISBN: 1844457303

Page: 144

View: 679

Childhood can only be understood in relation to the multitude of social factors which surround it. This accessible text explores children’s place within society through an examination of the different contexts within which a child exists. It begins by looking at the child within the family then goes on to examine the child within the educational setting, the community, the nation and the global perspective. The child's own perspective is explored, recognising children as social agents in their own right. Finally it examines the current climate, making links with Every Child Matters, and considers today's public perceptions of childhood.

Early Childhood Education

This book presents social and cultural perspectives on current theories of learning in early childhood education.

Early Childhood Education

Author: Angela Anning

Publisher: SAGE

ISBN: 9780761943877

Page: 226

View: 859

This book presents social and cultural perspectives on current theories of learning in early childhood education.

Becoming a Practitioner in the Early Years

An accessible text for students of the early years examining the role of the practitioner in the early years. A core text for all practice related modules.

Becoming a Practitioner in the Early Years

Author: Rose Envy

Publisher: Learning Matters

ISBN: 1446281701

Page: 176

View: 516

This is an accessible text for students of degrees and foundation degrees in Early Years and Early Childhood. It examines both the theory behind early years practice, and the practical skills and knowledge needed for effective practice. Covering themes such as child-centered practice, reflective practice, inclusive environments and safe practice, it introduces you to the wide scope of practice in the early years. Practical examples, case studies and theory focus features are included in all chapters to make links between theory and practice. This is an accessible and comprehensive text enables you to develop the skills and knowledge to approach practice in the early years. About the Early Childhood Studies Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series include Early Childhood Studies, Childhood in Society for the Early Years, Child Development for Early Years Students and Practitioners and Exploring Play for Early Childhood Studies. Rose Envy is Senior Lecturer in Education at Teesside University. She is program leader for the BA (Hons) Children & Early Childhood Degree and acts as Examination and Assessment Officer for the Education Department within the School of Social Sciences and Law. Rebecca Walters is a tutor fo the BA (Hons) Early Childhood Studies at Teesside University. She also teaches on Teesside's Early Years (Sector Endorsed) foundation degree, hosted in Durham and Thirsk, and delivers the Early Years Professional Status.

Child Observation for the Early Years

This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways.

Child Observation for the Early Years

Author: Ioanna Palaiologou

Publisher: Learning Matters

ISBN: 0857257463

Page: 184

View: 937

This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It enables students to appreciate the central role of observation for understanding, planning for and educating early years children. The theoretical background to child observation is covered in detail, the text highlights important works and considers the ethical implications. This Second Edition includes new chapters on recording and analysing and the curriculum and is fully updated throughout with links to the updated Early Years Foundation Stage. Interactive activities and real life case studies are included to help the reader engage with the text and make essential links between theory and practice. Ioanna Palaiologou is a lecturer and researcher at the Centre for Educational Studies at the University of Hull and a Chartered Psychologist of the British Psychological Society with specialism on child development and learning theories. Ioanna is currently leading the Masters in Early Childhood Studies, supervises a number of PhD students and is the Academic coordinator for Research Students Support. About the Early Years Series This series has been designed to support degree and foundation degree students of early years, early childhood and realted disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Activities pose questions to prompt thought and discussion, and further reading suggestions, including useful websites, are provided to help students access extended learning in each topic. Other titles in the series are Child Development for Early Childhood Studies, Successful Placements in Early Years Settings and Childhood in Society for Early Childhood Studies.

The Early Years Matter

The book also features first-person narratives by early childhood professionals working in a range of positions who offer insight into the complexity and joys of working with or on behalf of young children.

The Early Years Matter

Author: Marilou Hyson

Publisher: Teachers College Press

ISBN: 0807773107

Page: 179

View: 393

This accessible and engaging work introduces current and future teachers, child care providers, and others interested in early childhood education to the importance of the early years in children’s well-being and success. It summarizes the research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future. Emphasizing the need to understand and respect young children’s strengths and unique characteristics, the authors offer inspiration for working in the field, as well as addressing the realistic challenges of implementing developmentally appropriate care and education. Each chapter begins with an introductory vignette focused on one child whose experiences are typical of other children in the same age group or life circumstances, using that child’s experiences to draw out what the best research tells us about why early care and education matters for that group of children. The book also features first-person narratives by early childhood professionals working in a range of positions who offer insight into the complexity and joys of working with or on behalf of young children. Suggestions for further reading and concluding questions for reflection, dialogue, and action make The Early Years Matter a perfect resource for courses and professional development. “Hyson and Tomlinson do not simply provide a straightforward and comprehensive view of early childhood education; they humanize it through the experiences of children, families, and early childhood professionals. They leave the reader with a clear understanding of the myriad of ways in which high-quality early childhood education programs matter in the early years, and they matter a lot.” —From the Foreword by Jacqueline Jones “This book does a remarkable job of inviting future and current practitioners further into the world of the early childhood profession. It provides clear, interesting, and succinct overviews of issues critical for those working in early childhood to understand, weaving in the most recent developments in research, policy, and practice in accessible ways. Each section of the book also literally puts a face on a selected issue, inviting readers to meet a child and family experiencing the issue, as well as colleagues focusing on it in their work. The Early Years Matter is engaging—both a pleasure to read and effective in welcoming readers to take part in work of great significance.” —Martha Zaslow, director, Society for Research in Child Development (SRCD), Office for Policy and Communications

Early Childhood Studies

This is a comprehensive, up-to-date, challenging and accessible core text for the Early Childhood Studies course. Throughout, key theories and research findings are highlighted and explored to help link theory and practice.

Early Childhood Studies

Author: Rod Parker-Rees

Publisher: Learning Matters

ISBN: 147393365X

Page: 320

View: 994

For students of Early Childhood Studies, questions are as important as answers. What is childhood? Is childhood the same in all cultures? How do children grow and develop? What space do we make for children in our society? How do adults approach risk and what does this mean for children? Can children’s play be planned by adults? Early Childhood Studies tackles these questions and more. It explores the why, how and what of studying and working with young children and their families, considering how a range of theories can help us to identify useful questions. This is a comprehensive, up-to-date, challenging and accessible core text for the Early Childhood Studies course. Throughout, key theories and research findings are highlighted and explored to help link theory and practice. It covers the important themes of child development, communication, wellbeing, observation, working with parents, inclusive practice, leadership and research. This fourth edition has been fully updated throughout and includes new chapters on children and risk, inclusive learning environments, play and adults' concepts of childhood.

Contemporary Issues in the Early Years

Praise for First Edition 'The book has been extensively revised to take account of recent legislation in education, health and social services, and includes a new chapter on children’s rights.

Contemporary Issues in the Early Years

Author: Gillian Pugh

Publisher: SAGE

ISBN: 0761970533

Page: 223

View: 887

Praise for First Edition 'The book has been extensively revised to take account of recent legislation in education, health and social services, and includes a new chapter on children’s rights. It brings together the views of many of the most prominent and well-respected figures in the early years sector' - Nursery World It is now widely accepted that during the first few years of life the foundations are laid for all future development. If children are to reach their full potential, then high quality services are required that meet their needs for education and care, and the needs of their parents for support. Yet it is only very recently that government has recognized the importance of

Language and Literacy for the Early Years

This is a focused text on early years′ language and literacy for all students studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways.

Language and Literacy for the Early Years

Author: Sally Neaum

Publisher: SAGE

ISBN: 0857257439

Page: 184

View: 697

http://www.uk.sagepub.com/repository/binaries/img/common/nurseryworld13.gif" width="175" height="152" border="0" align="right" /> Shortlisted for the 2013 Nursery World Awards! This is a focused text on early years' language and literacy for all students studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It discusses language acquisition and development and covers development theory, talking with babies and the factors that affect development. Practical guidance on how to support children's language acquisition through rhymes, songs, story books and storytelling helps students see how theory links to practice. The text also examines the question 'what comes before phonics?' and includes interactive activities and theory focus features. About the Early Childhood Studies Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and 'Theory Focus' boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series include Early Childhood Studies, Childhood in Society for Early Childhood Studies, Child Development for Early Childhood Studies and Exploring Play for Early Childhood Studies.

Reflective Teaching in Early Education

5th edn. London: Sage Publications Ltd. For an understanding of modern
childhoods, take a look at: Blundell, D. (2012) Education and Constructions of
Childhood. London: Continuum. Clark, R. (2013) Childhood in Society for the
Early Years.

Reflective Teaching in Early Education

Author: Jennifer Colwell

Publisher: Bloomsbury Publishing

ISBN: 1441184708

Page: 416

View: 208

Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools. Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support: - comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and - evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care. Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout. This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. The team includes: Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK) Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

National Curriculum In The Early Years

EDWARDS, A. and KNIGHT, P. (1994) Effective Early Years Education
Buckingham, Open University Press. EYLES, J. ... NUNES, T. (1994) 'The
relationship between childhood and society', Van Leer Foundation Newsletter,
Spring 1994, pp.

National Curriculum In The Early Years

Author: Dr Theo Cox

Publisher: Routledge

ISBN: 1135402574

Page: 184

View: 367

The child-centred principles of early years education - which emphasize play and holistic learning - are being challenged by the implementation of a subject-based National Curriculum. The contributors to this book explore this challenge and offer some ways of meeting it practically and productively. Issues covered include: pedagogical issues, such as the cross-curricular, topic-based teaching; teacher's attitudes to subject knowledge; assessment issues, including baseline assessment at the age of five; and parental attitudes to the National Curriculum and its content at Key Stage 1.

Identity s Architect

While essential themes and concerns of Childhood and Society emerged during
Erik Erikson's early years in Boston and New Haven, most of the essays that
became the building blocks for the book were written in the 1940s in California.

Identity s Architect

Author: Lawrence Jacob Friedman

Publisher: Harvard University Press

ISBN: 9780674004375

Page: 592

View: 298

Drawing on private materials and extensive interviews, historian Lawrence J. Friedman illuminates the relationship between Erik Erikson's personal life and his notion of the life cycle and the identity crisis. --From publisher's description.

Mobilizing Adults for Positive Youth Development

... provided the data to propose a perspective on human development suggesting
that psychological growth occurs throughout the life cycle and is not limited to the
early years. In writing Childhood and Society (1950), he became the first social ...

Mobilizing Adults for Positive Youth Development

Author: E. Gil Clary

Publisher: Springer Science & Business Media

ISBN: 038729340X

Page: 276

View: 414

In today’s fast-paced, often-dehumanizing world, this book brings together the advice and expertise of leading scholars dedicated to affecting positive youth development. Providing a multifaceted, multidisciplinary blueprint for social change the book promotes individual adult involvement in adolescents’ lives to ensure positive youth development. It aims to mobilize a society of adults, through volunteer and other programs, and will interest anyone involved in working toward achieving positive youth development.

Child Development for Early Years Students and Practitioners

This book helps readers better understand both the developmental patterns and sequences in children′s development and how the context of this learning impacts on children′s progress.

Child Development for Early Years Students and Practitioners

Author: Sally Neaum

Publisher: Learning Matters

ISBN: 1526466902

Page: 240

View: 708

Knowing about children and their development underpins a lot of the work done in the early years. This book helps readers better understand both the developmental patterns and sequences in children's development and how the context of this learning impacts on children's progress. This text supports trainees to: - understand the context of children's development - explore different aspects of children's development - apply understanding of child development to practice - enhance practice and develop knowledge.

Inclusion and Early Years Practice

Early Years: An International Journal of Research and Development, 31(3): 271.
Jordan, B. (2009) Scaffolding learning and constructing understandings. In A.
Anning, J. Cullen and M. Fleer (eds) Early Childhood Education: Society and ...

Inclusion and Early Years Practice

Author: Kathy Brodie

Publisher: Routledge

ISBN: 131770150X

Page: 198

View: 417

Inclusion is a difficult, complex issue for which there are no off-the-shelf answers. To be an effective practitioner it is necessary to identify what makes each situation and circumstance unique and use this knowledge to develop strategies and approaches that are appropriate. This timely new text examines the key perceptions, perspectives and concepts around inclusion in the Early Years. Drawing on real-life experiences of practitioners, it considers the questions practitioners are likely to come across in their professional lives and how they might genuinely go about meeting the needs of all the children in their care. The book covers all aspects of inclusion including special educational needs, gender and sexuality, multiculturalism, multilingualism, Roma and traveller communities and economic wellbeing. Each chapter features: Case studies to develop reflective thinking Boxed examples to illustrate key points Questions to promote discussion and debate Annotated further reading lists With case studies drawn from current research and thinking points which encourage reflective practice, this book will be essential reading for students on early childhood studies programmes and early years foundation degrees that wish to become reflective and critically aware practitioners.

Early Years Education Policy and practice in early education and care

This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight.

Early Years Education  Policy and practice in early education and care

Author: Rod Parker-Rees

Publisher: Taylor & Francis

ISBN: 9780415326728

Page: 468

View: 577

This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight.

Early Childhood Grows Up

Early years professionals: Creating brighter futures. London: CWDC. ... In M. M.
Clark & T. Waller (Eds.), Early childhood education and care. ... years. In A.
Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education, society and
culture (pp.

Early Childhood Grows Up

Author: Linda Miller

Publisher: Springer Science & Business Media

ISBN: 9789400727182

Page: 182

View: 652

Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opened up a space for early years practitioners – as insiders of this historically undervalued sector – to question the nature of their practice. The questioning leads to the second argument: the need for a new future for early years education marked by a ‘critical ecology’ of the profession. This is a future in which educators maintain an attitude of critical enquiry in all aspects of their role, assessing the genuine needs of the sector, factoring in the different political and cultural milieux that influence it, and acting to transform it. In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context; perceptions of what being a ‘professional’ in early childhood education means (including practitioners’ self perceptions and external perspectives); and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities of their time.

Towards Excellence in Early Years Education

——(2004) 'The coconstruction of an early childhood curriculum', in A. Anning, J.
Cullen and M. Fleer (eds) Early Childhood Education, Society and Culture,
London: Sage. ——(2005) 'Play and legislated curriculum: back to basics: an ...

Towards Excellence in Early Years Education

Author: Kathleen Goouch

Publisher: Routledge

ISBN: 113694804X

Page: 192

View: 119

This book uniquely describes the work of two Early Years Professionals, drawing on their narrative accounts as they robustly describe and analyse their work with young children. Against a backcloth of increasing regulation and inspection of early years care and education, Kathy Gooch emphasizes the importance of building authentic relationships with children and their families, explores how play can be promoted as the central site for learning, and shows how professionals can use play to account for children’s development and learning. In analysing the Early Year Professionals’ narratives, this book explores key themes including: Traditional notions of ‘teaching’ and how they can be redefined The significance of talk in children’s lives Teachers’ professional identities How children’s potential in learning can be achieved through play Celebrating knowledge, skills and understanding and re-defining what it means to be a teacher, in its broadest sense, this fascinating book brings together research and literature from across disciplines. Containing a foreword by Tricia David, it will be of interest to academics, early years educators and students on early childhood education degree programmes and initial teacher education courses, as well as others concerned with the over prescriptive nature of early education.

Theorising Play in the Early Years

In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play.

Theorising Play in the Early Years

Author: Marilyn Fleer

Publisher: Cambridge University Press

ISBN: 1107032296

Page: 256

View: 277

Theorising Play in the Early Years is a theoretical and empirical exploration of the concept of pedagogy and play in early childhood education. The book provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory. In this book, Marilyn Fleer draws on a range of cross-cultural research in order to challenge Western perspectives and to move beyond a universal view of the construct of play. Culture and context are central to the understanding of how play is valued, expressed and used as a pedagogical approach in early childhood education across the international community. Designed as a companion to the textbook Play in the Early Years, but also useful on its own, Theorising Play in the Early Years provides indispensible support to academics and TAFE lecturers in early childhood education in their course development and research.

Leading Change In Early Years

Available at: http://leadershiplearning.org/leadership-resources/ resources-and-
publications/dance-tha-creates-equals (accessed 21 November 2014). Anning, A
., Cullen, J. and Fleet, M. (2009) Early Childhood Education, Society and Culture,
 ...

Leading Change In Early Years

Author: Rodd, Jillian

Publisher: McGraw-Hill Education (UK)

ISBN: 0335263704

Page: 154

View: 303

Leading Change in the Early Years focuses on the type of leadership skill needed for leading the reform and change agendas that challenge the early years sector.